Online educational system with multiple navigational modes

ABSTRACT

A web-based educational system comprising at least one area of skill, interest, or expertise, a plurality of activities associated with each area of skill, interest, or expertise, and at least three navigational modes, wherein the navigational modes comprise a sequenced navigational mode, a guided navigational mode, and an independent navigational mode. Optionally, the learner can switch between available navigational modes.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation of U.S. application Ser. No.12/946,570, filed Nov. 15, 2010, which is hereby incorporated byreference in its entirety.

BACKGROUND OF THE INVENTION

Higher levels of education offer benefits, both intangible and economic,for students and the societies in which they live. Personal benefits caninclude a feeling of fulfillment, social and economic mobility, andincreased quality of life. According to the Census Bureau, over anadult's working life, high school graduates earn an average of $1.2million; associate's degree holders earn about $1.6 million; andbachelor's degree holders earn about $2.1 million. On a larger scale,countries with high enrollment and graduation rates have grown fasterthan countries without.

Effective educational experiences are important at all stages of life.Preschool education develops the foundation for children's enduringlanguage, motor, and analytical skills. Primary education helps childrenachieve basic literacy and numeracy, and establishes foundations inscience, mathematics, geography, history, and other social sciences.Secondary education provides adolescents opportunities to learn in areasbeyond traditional basic subjects including, foreign languages, advancedmath, advanced science, and advanced humanities. Importantly, secondaryeducation also prepares students for the transition to higher educationas adults. Higher education provides specialized academic, professional,or vocational training, resulting in award of certificates, diplomas, oracademic degrees. In professional life, education enables adults toadvance within their career or re-train to support a career change. Evenin post-career life, seniors enjoy the benefits of education in pursuitof hobbies and personal interests.

Regardless of stage of life or subject matter, education often requireslearners to navigate large quantities of information. It is challengingfor learners to avoid becoming overwhelmed by educational content. Tosucceed, a learner should be able to effectively find, explore,navigate, and participate in individual learning activities.

SUMMARY OF THE INVENTION

Technology offers educators new opportunities to create powerfullearning tools. For example, multimedia provides new ways to interactwith learners, such as interactive online educational environments. Insuch an environment, students can be given flexibility to choose bothwhat they learn and how they learn it. Learners need not be restrictedto a single way to navigate, discover, and experience educationalcontent. For these reasons, an effective online educational environmentshould present a variety of navigational modes, which allows eachindividual the opportunity to find, explore, navigate, and participatein learning content in an effective way.

Despite the potential for navigational options and flexibility createdby technology, current educational websites offer limited navigationalmodes. The result is often frustrated learners, online educationalenvironments that fail to retain learners, and ineffective onlineeducational experiences. Accordingly, we have identified a long-felt andunmet need for an online educational environment that offers multiplenavigational modes including sequenced, guided, and independent modes,and optionally, the ability to switch between available modes.

Disclosed herein are computer-based educational systems, methods ofeducation, and media encoded with computer programs. In someembodiments, the computer-based educational systems are World WideWeb-based. In other embodiments, the computer-based educational systemsare based on data storage devices including, by way of non-limitingexamples, CD-ROMs, DVDs, flash memory devices, magnetic disk drives, andoptical disk drives. In other embodiments, the computer-basededucational systems are intranet-based. In still other embodiments, thecomputer-based educational systems are cloud computing-based.

In some embodiments, the computer-based educational system comprises adigital processing device connected to the Internet and a computerprogram including executable instructions that create an educationalenvironment. The digital processing device comprises an operating systemconfigured to perform executable instructions, a memory device, adisplay, a sound output device, and an input device. The computerprogram includes executable instructions that create an educationalenvironment comprising at least one area of skill, interest, orexpertise and a plurality of activities associated with each area ofskill, interest, or expertise. In some embodiments, each area of skill,interest, or expertise comprises a plurality of levels. In someembodiments, one or more activities associated with an area of skill,interest, or expertise are available in a language other than English.The educational environment further comprises at least threenavigational modes. Optionally, the learner can switch between availablenavigational modes.

One aspect of the educational environment disclosed herein is asequenced navigational mode wherein the system presents to the learner apredetermined sequence of more than one activity in one or more areas ofskill, interest, or expertise, wherein the learner must complete eachpreceding activity in the sequence to progress to the next. In someembodiments, an instructional designer selects the sequence ofactivities. In some embodiments, the sequenced navigational modeincludes a software module for optionally removing one or more areas ofskill, interest, or expertise from the predetermined sequence of morethan one activity. In some embodiments, each step in the predeterminedsequence of activities comprises either an activity or a set ofalternate activities. In further embodiments, where the next step in apredetermined sequence of activities is a singular activity, theweb-based educational system presents the activity to the learner. Infurther embodiments, where the next step in a predetermined sequence ofactivities is a set of alternate activities, the web-based educationalsystem presents one activity from among the set of alternate activitiesto the learner.

In some embodiments the sequenced navigational mode is furthercharacterized by comprising a software module, adapted for use by thelearner, for displaying the predetermined sequence of more than oneactivity in one or more areas of skill, interest, or expertise, whereinthe software module is characterized by representing said sequence ofmore than one activity as a linear succession and representing lessons,comprising groups of activities, as points in the linear succession. Insome embodiments, the sequenced navigational mode is furthercharacterized by comprising a software module, adapted for use by thelearner, for displaying said lessons, comprising groups of activities,and providing access to the activities, wherein said software module ischaracterized by representing lessons as a group of selectable activityicons.

Another aspect of the educational environment disclosed herein is aguided navigational mode wherein the educational system presents to thelearner one or more activities in one or more areas of skill, interest,or expertise selected by a mentor from among a population of activitiesto create a subpopulation of activities. In various embodiments, amentor may select activities in a multitude of ways including, by way ofnon-limiting examples, by clicking activity icons with a mouse, bytapping activity icons on a touch screen, dragging activity icons anddropping them into a designated area, or by typing the names ofactivities. In some embodiments, in a guided navigational mode, thelearner selects activities from among the subpopulation of activities.In some embodiments, the guided navigational mode is furthercharacterized by comprising a software module, adapted for use by amentor to the learner, for building lessons by selecting one or moreactivity icons. In further embodiments, a mentor has the option tosequence the subpopulation of activities. In still further embodiments,a mentor has the option to select and sequence activities by draggingand dropping activity icons. In some embodiments, the guidednavigational mode is further characterized by comprising a softwaremodule, adapted for use by the learner, for displaying the subpopulationof activities selected by a mentor. In further embodiments, theactivities selected by a mentor are displayed in the sequence determinedby said mentor or in a sequence aligned to a predetermined sequence.

Another aspect of the educational environment disclosed herein is anindependent navigational mode wherein the learner selects activitiesfrom among a population of activities. In some embodiments, thecompletion of an activity selected by the learner in independentnavigational mode is the equivalent of completing the same activity in asequenced or guided navigational mode. In some embodiments, theindependent navigational mode is further characterized by the learnerfreely using a plurality of selectable elements to access the populationof activities, wherein said plurality of selectable elements comprisesselectable elements to access a desired area of skill, interest, orexpertise, selectable elements to access a desired activity type, andselectable elements to access a desired theme.

In some embodiments, the educational environment is substantially inAdobe® Flash®. In some embodiments, the educational environment furthercomprises a top-level graphic user interface (GUI) characterized byrepresenting a classroom environment. In further embodiments, theclassroom environment further includes a representation of an instructorwherein the learner or a mentor to the learner has the option tocustomize the appearance of the instructor. In other embodiments, theGUI is characterized by representing other environments conducive tolearning. In additional embodiments, the educational environment furthercomprises a glossary of words used in one or more activities.

In some embodiments, the educational system further comprises a softwaremodule for monitoring the progress of the learner, wherein said softwaremodule includes a visual indicator adapted for use by the learner thatdisplays the percentage of activities completed within a sequence ofactivities. In some embodiments, the educational system furthercomprises a software module for monitoring the progress of the learner,wherein said software module includes progress displays adapted for useby the learner or a mentor to the learner. In some embodiments, theprogress displays indicate percentage completion of one or more areas ofskill, interest, or expertise, percentage completion of one or morelevels within each area of skill, interest, or expertise, and completionof each activity associated with each sequence of activities. In furtherembodiments, the progress displays indicate the number of times eachactivity has been completed. In additional embodiments, the progressdisplays indicate performance by metrics such as raw scores orpercentages. Some embodiments might also indicate performance by metricssuch as grades. In additional embodiments, the progress displaysindicate time spent by the learner. In further embodiments, the softwaremodule for monitoring the progress of the learner includes printablereports adapted for use by the learner or a mentor to the learner.

In some embodiments, the educational system further comprises a softwaremodule adapted for conducting e-commerce transactions. In furtherembodiments, the e-commerce transactions create subscription-basedaccess to the educational environment. In still further embodiments, thetransactions are sales of goods or other services.

The term “learner” as used herein, refers to a person of any age whointeracts with an educational system for the purpose of gainingknowledge, insight, or understanding of one or more areas of skill,interest, or expertise or by virtue of having been allowed, asked, orassigned to interact with an educational system.

The term “mentor” as used herein, refers to a person who has an interestin, or responsibility for, facilitating or furthering the educationaldevelopment of a learner and includes, by way of non-limiting examples,a parent, step-parent, adoptive parent, foster parent, grandparent,guardian, relative, friend, guide, instructor, teacher, or professor, ofa learner.

The term “instructional designer” as used herein, refers to any personwho designs and/or evaluates learning activities, and grouped sequencesof activities, that are elements of an educational system.

The term “instructional plan” as used herein, refers to a plan,conceived by an instructional designer or a mentor to the learner,designed to accomplish one or more specific educational objectivesthrough the mutual reinforcement of individual activities.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a non-limiting example of an educational system including atop-level GUI characterized by representing a metaphor suitable forlearning; in this case, a preschool classroom environment.

FIG. 2 shows a non-limiting example of software module for customizing arepresentation of an instructor; in this case, a software module forcustomizing the appearance of the instructor.

FIG. 3 shows a non-limiting example of a glossary of words used in oneor more activities included in an educational environment.

FIG. 4 shows a non-limiting example of a predetermined sequence ofactivities represented in a GUI as a linear succession; in this case, apath or road, as well as a non-limiting example of lessons representedas points in the linear succession; in this case, waypoints or stopsalong the path or road.

FIG. 5 shows a non-limiting example of a lesson represented in a GUI asa group of selectable activity icons; in this case, a group ofselectable activity icons further represented on a whiteboard orbulletin board.

FIG. 6 shows a non-limiting example of a visual indicator for thebenefit of the learner, that represents the percentage of activitiescompleted within a sequence of activities; in this case, a bar chartindicating the percentage of activities completed within a level of amulti-area sequence.

FIG. 7 shows a non-limiting example of a mentor selecting activitiesfrom among a population of activities to create a subpopulation ofactivities; in this case, a mentor to the learner selects activity iconsby dragging activity icons and dropping the activity icons into adesignated area.

FIG. 8 shows a non-limiting example of a software module for buildinglessons allowing a mentor to view and sort a subpopulation ofactivities; in this case, a mentor has the option to view and sort thesubpopulation of activities by area of skill, interest, or expertise.

FIG. 9 shows a non-limiting example of a software module for displayingand providing access to lessons allowing the learner to view, sort, andaccess the subpopulation of activities; in this case, the learner hasthe option to view, sort, and access the subpopulation of activities byarea of skill, interest, or expertise.

FIG. 10 shows a non-limiting example of a software module for monitoringthe progress of the learner that includes a display of the learner'sprogress for the benefit of a mentor; in this case, the progress displayindicates percentage completion of multiple areas of skill, interest, orexpertise, percentage completion of multiple levels within each area ofskill, interest, or expertise, and completion of each activityassociated with each level within each area of skill, interest, orexpertise.

FIG. 11 shows a non-limiting example of a software module for monitoringthe progress of the learner that includes a display of the learner'sprogress for the benefit of the learner; in this case, the progressdisplay indicates percentage completion of multiple areas of skill,interest, or expertise and percentage completion of multiple levelswithin each area of skill, interest, or expertise.

DETAILED DESCRIPTION OF THE INVENTION

Existing educational systems do not offer a wide enough variety ofnavigational modes to accommodate learners' need to effectively find,explore, navigate, and participate in learning activities amid a largequantity of educational information. In fact, none offers multiplenavigational modes including sequenced, guided, and independent modes,and optionally, the ability to switch between available modes.

Thus, a primary objective of the systems, methods, and computer programsdescribed herein is to facilitate and enhance the education of a broadspectrum of individuals by utilizing computer technology to offer onlineeducational systems with multiple navigational modes. Advantages of thesystems described herein include, but are not limited to, offering atleast three navigational modes which include a sequenced navigationalmode, a guided navigational mode, and an independent navigational mode.A sequenced navigational mode offers the advantage of a predeterminedsequence of activities wherein each activity builds on the educationalmessages of those prior toward the goal of understanding in an area ofskill, interest, or expertise. A guided navigational mode offers theadvantage of involvement of a mentor who knows and understands thelearner's unique circumstances. An independent navigational mode offersthe learner an opportunity to browse and explore learning activitiesaccording to their individual interests. In further embodiments, thelearner or a mentor to the learner may restrict availability of one ormore navigational modes offered by the educational system. Moreover, insome embodiments, the learner has the option to switch between availablenavigational modes to find the mode that works best for them.

Web-Based Educational System

Described herein, in some embodiments, are web-based educational systemscomprising a digital processing device that is connected to the Internetand a computer program including instructions executable by a digitalprocessing system that create an educational environment. Theeducational environment comprises at least one area of skill, interest,or expertise, a plurality of activities associated with each area ofskill, interest, or expertise, and at least three navigational modes.The navigational modes include a sequenced navigational mode, a guidednavigational mode, and an independent navigational mode. Optionally, thelearner can switch between available navigational modes.

Digital Processing Device

The educational system disclosed herein includes a digital processingdevice. The digital processing device includes one or more hardwarecentral processing units (CPU) that carry out the device's functions.The digital processing device further comprises an operating systemconfigured to perform executable instructions, a memory device, adisplay, a sound output device, and an input device. In someembodiments, the digital processing device is connected to the Internetsuch that it accesses the World Wide Web. In other embodiments, thedigital processing device is connected to an intranet. In otherembodiments, the digital processing device is connected to a datastorage device.

The digital processing device includes an operating system configured toperform executable instructions. The operating system is, for example,software, including programs and data, which manages the device'shardware and provides services for execution of applications. Those ofskill in the art will recognize that suitable personal computeroperating systems include, by way of non-limiting examples, Microsoft®Windows®, Apple® Mac OS X®, UNIX®, and UNIX-like operating systems suchas GNU/Linux®. In some embodiments, the operating system is provided bycloud computing. Those of skill in the art will also recognize thatsuitable mobile smart phone operating systems include, by way ofnon-limiting examples, Nokia® Symbian® OS, Apple® iOS®, Research InMotion® BlackBerry OS®, Google® Android®, Microsoft® Windows Phone® OS,Microsoft® Windows Mobile® OS, Linux®, and Palm® WebOS®.

The digital processing device includes a memory device. The memory isone or more physical apparatus used to store data or programs on atemporary or permanent basis. In some embodiments, the memory isvolatile and requires power to maintain stored information. In someembodiments, the memory is non-volatile and retains stored informationwhen the digital processing device is not powered.

The digital processing device includes a display to send visualinformation to the learner. In some embodiments, the display is acathode ray tube (CRT). In some embodiments, the display is a liquidcrystal display (LCD). In further embodiments, the display is a thinfilm transistor liquid crystal display (TFT-LCD). In some embodiments,the display is a plasma display. In other embodiments, the display is avideo projector. In still further embodiments, the display is acombination of devices such as those disclosed herein.

The digital processing device includes a sound output device to sendauditory information to the learner. In some embodiments, the soundoutput device is a pair of headphones, earphones, or ear buds. In someembodiments, the sound output device is an electro-acoustic transduceror loudspeaker. In further embodiments, the sound output device is aflat panel loudspeaker, a ribbon magnetic loudspeaker, or a bending waveloudspeaker. In other embodiments, the sound output device is apiezoelectric speaker. In still further embodiments, the sound outputdevice is a combination of devices such as those disclosed herein.

The digital processing device includes an input device to receiveinformation from the learner. In some embodiments, the input device is akeyboard. In some embodiments, the input device is a pointing deviceincluding, by way of non-limiting examples, a mouse, trackball, trackpad, joystick, game controller, or stylus. In some embodiments, theinput device is a touch screen or a multi-touch screen. In otherembodiments, the input device is a microphone to capture voice or othersound input. In other embodiments, the input device is a video camera tocapture motion or visual input. In still further embodiments, the inputdevice is a combination of devices such as those disclosed herein.

In accordance with the description herein, suitable digital processingdevices include, by way of non-limiting examples, desktop computers,laptop computers, notebook computers, net book computers, set topcomputers, handheld computers, Internet appliances, mobile smart phones,tablet computers, and video game consoles. Those of skill in the artwill recognize that many Internet connected mobile phones are suitablefor use in the system described herein. Suitable tablet computersinclude those with booklet, slate, and convertible configurations, knownto those of skill in the art.

Computer Program

The educational system disclosed herein includes a computer programexecutable by a digital processing system that creates an educationalenvironment. The computer program includes a sequence of instructions,executable in the digital processing device's CPU, written to perform aspecified task. In the case of the educational system disclosed herein,the task is to create an educational environment. In some embodiments,the sequence of instructions is delivered to the digital processingsystem via the World Wide Web. In other embodiments, the sequence ofinstructions is delivered to the digital processing system via anintranet. In other embodiments, the sequence of instructions isdelivered to the digital processing system via a data storage device.

Those of skill in the art will recognize that the computer program maybe written in various languages. The computer program may be written inone or more markup languages, style languages, client-side scriptinglanguages, server-side coding languages, or combinations thereof. Insome embodiments, the computer program is written to some extent in amarkup language such as Hypertext Markup Language (HTML), ExtensibleHypertext Markup Language (XHTML), or eXtensible Markup Language (XML).In some embodiments, the computer program is written to some extent in astyle language such as Cascading Style Sheets (CSS). In someembodiments, the computer program is written to some extent in aclient-side scripting language such as Asynchronous Javascript and XML(AJAX), Flash®, Actionscript, Javascript, or Silverlight®. In someembodiments, the computer program is written to some extent in aserver-side coding language such as Active Server Pages (ASP),ColdFusion®, Common Gateway Interface (CGI), Perl, Java™, HypertextPreprocessor (PHP), Python™, Ruby, Structured Query Language (SQL),mySQL™, Oracle®, or .NET.

The computer program creates an educational environment that includes aGUI. The GUI allows learners to interact with the educationalenvironment through text, hyperlinks, graphical icons and other visualelements, manipulation of graphical elements, auditory elements, andmotion elements. In some embodiments, the GUI includes one level ofhierarchical organization. In other embodiments, the GUI includesmultiple levels of hierarchical organization including, a top-level andone or more sub-levels.

Referring to FIG. 1, in some embodiments the educational system includesa top-level GUI characterized by representing a classroom environment.In some embodiments, the classroom environment is a preschool classroomenvironment. In other embodiments, the classroom environment is a gradeschool, middle school, junior high school, or high school classroomenvironment. In other embodiments, the classroom environment is auniversity, college, or professional training classroom environment. Infurther embodiments, the classroom environment further includes arepresentation of an instructor.

Referring to FIG. 2, in still further embodiments, the learner or amentor to the learner has the option to customize the appearance of theinstructor. In some embodiments the learner or a mentor to the learnerhas the option to customize features of the instructor including, by wayof non-limiting examples, gender, race, ethnicity, culture, age, size,or clothing in order to provide a representation familiar to thelearner.

In some embodiments, the educational system includes a top-level GUIcharacterized by representing other metaphors suitable for learningincluding, by way of non-limiting examples, natural settings, academicsettings, entertainment settings, retail settings, and professionalsettings. In some embodiments, natural settings include, by way ofnon-limiting examples, zoos, farms, parks, beaches, mountains, deserts,oceans, lakes, jungles, tunnels, caves, undersea environments,extraterrestrial environments, arctic and Antarctic environments, andgardens. In some embodiments, academic settings include, by way ofnon-limiting examples, campuses, scientific laboratories, art studios,music conservatories, computer laboratories, observatories,planetariums, and libraries. In some embodiments, entertainment settingsinclude, by way of non-limiting examples, movies, plays, puppet shows,sporting events, amusement parks, carnivals, and theme parks. In someembodiments, retail settings include, by way of non-limiting examples,shopping malls, stores, and markets. In some embodiments, professionalsettings include, by way of non-limiting examples, kitchens, garages,machine shops, wood working shops, metal working shops, medicalfacilities, courtrooms, boardrooms, conference rooms, trade shows, tradeconferences, interview rooms, and banks.

In some embodiments, the educational system further includes a softwaremodule adapted for conducting e-commerce transactions. In view of thedisclosure provided herein, the software module is created by techniquesknown to those of skill in the art using machines, software, andlanguages known to the art. In some embodiments, the e-commercetransactions provide monthly subscription-based access to theeducational environment. In some embodiments, the e-commercetransactions provide weekly, quarterly, or yearly subscription-basedaccess to the educational environment. In some embodiments, thee-commerce transactions are sales of other services to the learner or amentor to the learner. In some embodiments, the e-commerce transactionsare sales of goods to the learner or a mentor to the learner. In otherembodiments, the e-commerce transactions are sales of services, such asadvertising services, to third parties.

Area of Skill, Interest, or Expertise

The educational system disclosed herein includes at least one area ofskill, interest, or expertise. An area of skill, interest, or expertisemay include informal topics such as those relating to hobbies andpersonal interests. A hobby is an activity or interest usuallyundertaken for pleasure or relaxation. An area of skill, interest, orexpertise may also include more formal subjects addressing academic orprofessional topics. A subject is a category of learning that a studentmay typically undertake in an educational institution. In someembodiments, subjects comprise topics addressing one category oflearning. In other embodiments, subjects comprise interdisciplinarytopics addressing more than one category of learning. An area of skill,interest, or expertise may also include topics such as those relating toprofessional skills. Some professional skills are not taught as formalsubjects, nor are they hobbies undertaken for relaxation, rather theyare topics undertaken for business purposes.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from hobbies and personal interests including, by way ofnon-limiting examples, animal husbandry, animal breeding, antiquing,artistic endeavors, automobile restoration, automobile repair, birdwatching, collecting, cooking, creating dioramas, fish keeping, fishing,flower arranging, game playing, gardening, horticulture, investing,knitting, origami, outdoor recreation, performing arts, poetry,quilting, reading, sewing, scale modeling, scrapbooking, wine tasting,writing, and yoga. In some embodiments, artistic endeavors includeendeavors such as drawing, glass blowing, painting, sculpting,photography, and pottery. In some embodiments, collecting includescollecting art, coins, dolls, figurines, stamps, spoons, sports cards,and toys. In some embodiments, outdoor recreation includes activitiessuch as backpacking, bicycling, canoeing, caving, climbing, hiking,running, snow sports, and water sports. In some embodiments, performingarts include activities such as acting, dancing, singing, juggling,magic, and playing musical instruments. In some embodiments, readingincludes reading materials such as books, comics, magazines, andnewspapers. In some embodiments, scale modeling includes subject mattersuch as automobiles, planes, ships, and trains.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from basic subjects including, by way of non-limitingexamples, reading and mathematics. In further embodiments, the subjectsinclude one or more basic topics including, by way of non-limitingexamples, letters, phonics, word families, sight words, numbers, andshapes.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from preschool subjects including, by way of non-limitingexamples, language arts, mathematics, social studies, science, music,art, and additional languages. In further embodiments, the subjectsinclude one or more preschool topics including, by way of non-limitingexamples, citizenship, colors, computer skills, drawing, ethics,geography, music, physical education, poetry, reading, sign language,Spanish, spelling, and U.S. history.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from grade school subjects including, by way ofnon-limiting examples, language arts, mathematics, social studies,science, music and other performing arts, visual arts, additionallanguages, health, fitness and sports, and information technology. Infurther embodiments, the subjects include one or more grade schooltopics including, by way of non-limiting examples, biology, chemistry,citizenship, composition, computer skills, drawing, earth science,ethics, geography, grammar, physical education, poetry, pre-algebra,reading, sign language, spelling, U.S. government, U.S. history, andwriting.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from middle school subjects including, by way ofnon-limiting examples, language arts, mathematics, social studies,science, music and other performing arts, visual arts, additionallanguages, health, fitness and sports, and information technology. Infurther embodiments, the subjects include one or more middle schooltopics including, by way of non-limiting examples, algebra, Americanliterature, biology, chemistry, composition, computer skills, drawing,earth science, ethics, geography, geometry, grammar, journalism,photography, physical education, poetry, pre-algebra, reading, spelling,U.S. government, U.S. history, world history, and writing.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from high school subjects including, by way of non-limitingexamples, language arts, mathematics, social studies, science, music andother performing arts, visual arts, additional languages, health,fitness and sports, and information technology. In further embodiments,the subjects include one or more high school topics including, by way ofnon-limiting examples, U.S. history, U.S. government, world history,European history, economics, geography, psychology, sociology,anthropology, philosophy, biology, ecology, anatomy, physiology,chemistry, physics, earth science, astronomy, algebra, statistics,geometry, calculus, trigonometry, grammar, spelling, writing, Americanliterature, European literature, English literature, world literature,composition, poetry, drawing, painting, photography, film, theatre,journalism, computer skills, computer science, computer programming,business, physical education, and sign language.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from higher education subjects including, by way ofnon-limiting examples, language arts, mathematics, social studies,science, music and other performing arts, visual arts, additionallanguages, health, fitness and sports, and information technology. Infurther embodiments, the subjects include one or more higher educationtopics including, by way of non-limiting examples, U.S. history, U.S.government, world history, European history, economics, macroeconomics,microeconomics, psychology, sociology, anthropology, philosophy, law,political science, education, urban studies, women's studies, biology,botany, ecology, environmental studies, anatomy, physiology, virology,pharmacology, cell biology, molecular biology, microbiology, genetics,medicine, neuroscience, chemistry, organic chemistry, biochemistry,physical chemistry, biophysics, physics, earth science, astronomy,astrophysics, algebra, statistics, geometry, calculus, trigonometry,electrical engineering, civil engineering, mechanical engineering,chemical engineering, writing, American literature, European literature,English literature, world literature, composition, poetry, music theory,religion, drawing, painting, photography, film, theatre, journalism,computer science, computer programming, business, businessadministration, accounting, nursing, law enforcement, physicaleducation, and sign language.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from language arts topics including, by way of non-limitingexamples, phonics, reading, vocabulary, spelling, grammar, writing,composition, public speaking, American literature, world literature, andpoetry.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from mathematics topics including, by way of non-limitingexamples, mathematics, algebra, geometry, calculus, trigonometry,probability, statistics, number theory, applied mathematics, logic, andtopology.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from social studies topics including, by way ofnon-limiting examples, political science, law, U.S. government, U.S.history, world history, geography, economics, archaeology, anthropology,sociology, communication, and psychology.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from science topics including, by way of non-limitingexamples, health, nutrition, biology, ecology, environmental science,meteorology, oceanography, marine biology, hydrology, soil science,botany, anatomy, physiology, virology, pharmacology, cell biology,molecular biology, microbiology, genetics, medicine, pathology,neuroscience, zoology, chemistry, organic chemistry, biochemistry,physical chemistry, materials science, biophysics, physics, optics,earth science, electrical engineering, civil engineering, mechanicalengineering, chemical engineering, paleontology astronomy, astrophysics,and computer science.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from arts topics including, by way of non-limitingexamples, writing, composition, poetry, art, music, music theory,drawing, painting, photography, film, theatre, dance, sculpture, and arthistory.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from languages including, by way of non-limiting examples,English, Spanish, Italian, Portuguese, French, Dutch, Polish, German,Russian, Ukrainian, Mandarin, Wu, Cantonese, Hindi, Punjabi, Bengali,Marathi, Urdu, Arabic, Turkish, Tamil, Farsi, Japanese, Korean,Vietnamese, That, Burmese, Malay, Telugu, and Javanese.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from health, sports, and fitness topics including, by wayof non-limiting examples, health, nutrition, physical education,archery, baseball, basketball, boating, bowling, cheerleading, cricket,cycling, field hockey, football, golf, hiking, ice hockey, lacrosse,martial arts, water polo, rock climbing, roller hockey, rugby, running,skiing, soccer, surfing, swimming, and walking.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from information technology topics including, by way ofnon-limiting examples, computer skills, Internet safety, computerprogramming, computer networking, and computer science.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from professional topics including, by way of non-limitingexamples, continuing legal education, continuing medical education, andcontinuing education for teachers, accountants, tax preparers, physicaltherapists, occupational therapists, psychologists, nurses, and nursepractitioners.

In some embodiments, one or more areas of skill, interest, or expertiseare selected from professional skills including, by way of non-limitingexamples, organization, leadership, time management, negotiation,harassment awareness, conflict management, interviewing, and networking.

In some embodiments, one or more areas of skill, interest, or expertisecomprise a plurality of levels. In further embodiments, each area ofskill, interest, or expertise comprises a plurality of levels. In someof these embodiments, a level comprises educational topics andactivities appropriate for a particular developmental stage of alearner. In some embodiments, a level comprises educational topics andactivities appropriate for a particular skill level of a learner. Insome embodiments, a level comprises educational topics and activitiesappropriate for a particular educational objective. In otherembodiments, a level comprises educational topics and activitiesappropriate for a particular test or certification. In some of theseembodiments, one or more areas of skill, interest, or expertise comprisethree, four, five, six, seven, eight, nine, ten, eleven, twelve, or morelevels. In one particular embodiment, one or more areas of skill,interest, or expertise comprise six levels. In some embodiments, eacharea of skill, interest, or expertise comprises three, four, five, six,seven, eight, nine, ten, eleven, twelve, or more levels. In anotherparticular embodiment, each area of skill, interest, or expertisecomprises six levels.

Learning Activities

The educational system disclosed herein includes a plurality ofactivities associated with each area of skill, interest, or expertise.In some embodiments, each activity is substantially related to one ormore specific areas of skill, interest, or expertise. In furtherembodiments, the plurality of activities is interconnected by aninstructional plan designed to accomplish one or more specificeducational objectives through the mutual reinforcement of individualactivities. In some embodiments, an instructional plan interconnects twoor more activities associated with a subject in such a way thatunderstanding is built progressively with one or more activities addingto the educational messages of one or more previous activities. Infurther embodiments, an instructional plan is conceived by aninstructional designer. In other embodiments, an instructional plan isconceived by a mentor to the learner.

In some embodiments, one or more activities are selected from informalactivities including, by way of non-limiting examples, demonstrations,how-to-articles, how-to-videos, and simulations.

In some embodiments, one or more activities are selected from preschoolactivities including, by way of non-limiting examples, books, games,puzzles, art, and music.

In some embodiments, one or more activities are selected from K-12activities including, by way of non-limiting examples, books, games,puzzles, art, music, reading assignments, articles, videos,demonstrations, simulations, quizzes, examinations, worksheets, problemsets, brainstorms, and journals.

In some embodiments, one or more activities are selected from highereducation activities including, by way of non-limiting examples, books,reading assignments, lectures, articles, videos, demonstrations,simulations, mock examinations, quizzes, examinations, essays,laboratory experiments, problem sets, brainstorms, and journals.

In some embodiments, one or more activities are selected fromprofessional activities including, by way of non-limiting examples,books, articles, brainstorms, collaborations, group activities,multi-player games, videos, lectures, role-plays, simulations,demonstrations, quizzes, and exams.

In some embodiments, one or more activities are available in a languageother than English in order to facilitate the education of non-Englishspeaking learners. In other embodiments, one or more activities areavailable in a language other than English in order to address alanguage curriculum. In further embodiments, one or more activities areavailable in one or more languages including, by way of non-limitingexamples, Spanish, Italian, Portuguese, French, Dutch, Polish, German,Russian, Ukrainian, Mandarin, Wu, Cantonese, Hindi, Punjabi, Bengali,Marathi, Urdu, Arabic, Turkish, Tamil, Farsi, Japanese, Korean,Vietnamese, That, Burmese, Malay, Telugu, and Javanese.

Referring to FIG. 3, in some embodiments, the educational systemdisclosed herein includes a glossary of words used in one or moreactivities. In further embodiments, the glossary comprises one or moreentries, wherein each entry comprises a word, a definition of the word,and the word used in a sentence. In still further embodiments, theentries further comprise audio of the word and its definition read. Instill further embodiments, the entries further comprise an imageassociated with the word to facilitate understanding of the word and itsdefinition. In some embodiments, the glossary includes video associatedwith the word to facilitate understanding of the word and itsdefinition. In some embodiments, the glossary includes parallel entriesfor one or more words in a language other than English.

Navigational Modes

The educational system disclosed herein further comprises softwaremodules for offering at least three navigational modes including asequenced navigational mode, a guided navigational mode, and anindependent navigational mode. In view of the disclosure providedherein, the software modules are created by techniques known to those ofskill in the art using machines, software, and languages known to theart. A navigational mode includes the set of GUI elements that a learneruses to browse, navigate, and access learning activities and theprogramming logic that dictates whether such elements are active, howsuch elements appear, and how such elements function. In someembodiments, a navigational mode also includes tools and features that alearner or a mentor to the learner has the option to use to review,track, display, and report the learner's participation, progress, andperformance within the educational system.

Sequenced Learning Mode

In a sequenced navigational mode the educational system presents to thelearner a predetermined sequence of more than one activity in one ormore areas of skill, interest, or expertise wherein the learner mustcomplete each preceding activity in the sequence to progress to the nextactivity. In some embodiments, the learner has the option to repeatpreviously completed activities. In further embodiments, the learner hasthe option to complete the same activity multiple times. In someembodiments, the sequence of activities is predetermined by aninstructional designer. Typically, the sequence of activities isselected such that each activity builds on the educational messages ofthose prior toward the goal of providing the learner understanding ofone or more areas of skill, interest, or expertise. In some embodiments,the sequence of activities is predetermined to prepare the learner for aparticular certification or examination. In other embodiments, thesequence of activities is predetermined in accordance with a publishededucational standard.

In some embodiments, the predetermined sequence of activities is amacro-sequence, wherein lessons, comprising groups of activities, aresequenced within an area of skill, interest, or expertise, a levelwithin an area of skill, interest, or expertise, or a multi-area level.In some embodiments, the predetermined sequence of activities is amicro-sequence, wherein activities are sequenced within a lesson. Insome embodiments, the predetermined sequence of activities is both amacro-sequence and a micro-sequence.

In some embodiments, each step in the predetermined sequence ofactivities comprises either an activity or a set of alternateactivities. In further embodiments, where the next step in apredetermined sequence of activities is a singular activity, theweb-based educational system presents the activity to the learner. Infurther embodiments, where the next step in a predetermined sequence ofactivities is a set of alternate activities, the web-based educationalsystem presents one activity from the set of alternate activities to thelearner. In some embodiments, the web-based educational system presentsan activity from a set of alternate activities based on, by way ofnon-limiting examples, the skill level of the learner, the performanceof the learner in previously completed activities, input of a mentor tothe learner, or the preference of the learner.

In some embodiments, the predetermined sequence of activities isrepresented in the GUI as a linear succession. In some of theseembodiments, the representation provides a visual metaphor, for thebenefit of the learner, that will motivate the learner to completeactivities in the sequence and will reward the learner for doing so byallowing them to progress in the succession. In some embodiments, theentire linear succession is not visible to the learner in a single view.In some of these embodiments, a portion of the representation of alinear succession is hidden to avoid overwhelming the learner with thescope of the sequence. In further embodiments, the learner has theoption to explore the linear succession in parts.

In further embodiments, lessons, comprising groups of activities, arerepresented as points in the linear succession. In some embodiments,lessons comprise groups of activities in the same area of skill,interest, or expertise. In other embodiments, lessons comprise groups ofactivities in more than one area of skill, interest, or expertise. Insome embodiments, activities within a lesson are further represented asa group of selectable activity icons. In some of these embodiments, therepresentation displays the activities and provides access to theactivities for the benefit of the learner. In some embodiments, thelesson is a micro-sequence and the learner must complete the activitiesin the predetermined sequence. In such embodiments, the learner mustcomplete each preceding activity in the sequence to progress to the nextactivity. In some embodiments, the learner has the option to repeatpreviously completed activities. In further embodiments, the learner hasthe option to complete the same activity multiple times. In otherembodiments, the lesson is not sequenced and the learner is free tocomplete the activities in any sequence.

In some embodiments, the group of selectable activity icons isrepresented in the GUI in a defined area to symbolize theinterrelationship of the activities and their educational messageswithin the lesson. In still further embodiments, the current lesson,defined by completion of all activities in prior lessons in thesequence, is highlighted and identified among other points in the linearsuccession.

Referring to FIG. 4, in some embodiments, the linear succession isfurther represented as a map, path, or road, and said lessons,comprising groups of activities, are further represented as waypoints orstops on the map, path, or road. In further embodiments, the map, path,or road is represented in a larger context including, by way ofnon-limiting examples, an urban environment, a rural environment, or anatural environment.

Further referring to FIG. 4, in some embodiments, the learner has accessto a means of optionally removing one or more categories of activitiesfrom the predetermined sequence of activities. In some embodiments, thelearner may remove activities associated with one or more areas ofskill, interest, or expertise. In some embodiments, the learner mayremove activities of one or more types.

Referring to FIG. 5, in some embodiments, lessons are represented as agroup of selectable activity icons which are further represented on awhiteboard, chalkboard, or bulletin board.

In other embodiments, the linear succession is further represented as aline graph, and lessons, comprising groups of activities, are furtherrepresented as points on the line graph. In further embodiments, lessonsare represented as a group of selectable activity icons which is furtherrepresented as on a graph legend.

In still other embodiments, the linear succession is further representedas a football field, and lessons, comprising groups of activities, arefurther represented as yard markers on the football field. In furtherembodiments, lessons are represented as a group of selectable activityicons which is further represented as on a scoreboard.

In still other embodiments, the linear succession is further representedas a drawer within a filing cabinet and lessons, comprising groups ofactivities, are further represented as folders within the drawer. Infurther embodiments, lessons are represented as a group of selectableactivity icons which is further represented as on a file.

In still other embodiments, the linear succession is further representedas an auto racetrack, and lessons, comprising groups of activities, arefurther represented as mile markers on the auto racetrack. In furtherembodiments, lessons are represented as a group of selectable activityicons which is further represented as on a billboard.

In some embodiments, the educational system disclosed herein furthercomprises a software module for monitoring the progress of the learner.In view of the disclosure provided herein, the software module iscreated by techniques known to those of skill in the art using machines,software, and languages known to the art. In some embodiments, thesoftware module presents a visual indicator, for the benefit of thelearner, that represents the percentage of activities completed within asequence of activities. In some embodiments, the visual indicatorrepresents the percentage of activities completed within, by way ofnon-limiting examples, a lesson, an area of skill, interest, orexpertise, a multi-area sequence, a level of an area of skill, interest,or expertise, or a level of a multi-area sequence. In furtherembodiments, the visual indicator represents a percentage as, by way ofnon-limiting examples, a number, a bar chart, or a pie chart.

Referring to FIG. 6, in some embodiments, the visual indicatorrepresents the percentage of activities completed within a level of amulti-area sequence as a bar chart.

Guided Learning Mode

In a guided navigational mode the educational system presents to thelearner one or more activities in one or more areas of skill, interest,or expertise selected by a mentor to the learner from among a populationof activities to create a subpopulation of activities. In someembodiments, the guided navigational mode further comprises a softwaremodule for building lessons, for use by a mentor to the learner, and asoftware module for displaying and providing access to lessons, for useby the learner. In view of the disclosure provided herein, the softwaremodules are created by techniques known to those of skill in the artusing machines, software, and languages known to the art. In someembodiments, the subpopulation of activities is selected based on thementor's understanding of the learner's preferences for particularlearning activities. In some embodiments, the subpopulation ofactivities is selected to bolster specific gaps in the learner'sknowledge or understanding. In some embodiments, the subpopulation ofactivities is selected to prepare the learner for a particularcertification or examination. In some embodiments, the subpopulation ofactivities is selected to provide understanding of one or more topics ina published educational standard.

In some embodiments, a mentor may designate the selected subpopulationof activities as macro-sequenced lessons in a sequenced learning mode.In additional embodiments, a mentor may designate the selectedsubpopulation of activities as micro-sequenced activities within alesson in a sequenced learning mode.

A mentor to the learner builds lessons by selecting activities fromamong a population of activities to create a subpopulation ofactivities. In some embodiments, the software module for buildinglessons requires a password to select activities to create asubpopulation of activities. In some embodiments, a mentor selectsactivities by selecting elements associated with the activitiesincluding, by way of non-limiting examples, text, icons, or check boxes.In some embodiments, a mentor selects elements associated withactivities using a pointing device including, by way of non-limitingexamples, a mouse, trackball, track pad, or stylus. In furtherembodiments, a mentor makes selections with a pointing device by actionsincluding, by way of non-limiting examples, clicking, double clicking,right clicking, dragging, or drawing a line, circle, or other shape. Insome embodiments, a mentor selects elements associated with activitiesusing a touch screen or multi-touch screen. In further embodiments, amentor makes selections with a touch screen or multi-touch screen byactions including, by way of non-limiting examples, tapping, doubletapping, dragging, pinching, or drawing a line, circle, or other shape.In other embodiments, a mentor selects elements associated withactivities using a microphone to capture voice or other sound input. Inother embodiments, a mentor selects elements associated with activitiesusing a video camera to capture motion or visual input. In someembodiments, a mentor selects activities using a keyboard, oralternative text input device, by typing names of activities or othertext associated with activities.

Referring to FIG. 7, in some embodiments, a mentor to the learnerselects activity icons by dragging activity icons and dropping theactivity icons into a designated area. In further embodiments, thedesignated area is available in all parts of the educational environmentwhere activity icons are present. In further embodiments, the designatedarea is a lesson builder icon.

Referring to FIG. 8, the software module for building lessons is furthercharacterized by allowing said mentor to view and sort the subpopulationof activities. In some embodiments, a mentor has the option to view andsort the subpopulation of activities by criteria including, by way ofnon-limiting examples, area of skill, interest, or expertise, activitytype, length of activity, or level of activity.

Also referring to FIG. 8, the software module for building lessons isfurther characterized by allowing said mentor to sequence thesubpopulation of activities. In some embodiments, a mentor has theoption to sequence the subpopulation of activities by ranking theactivities. In some embodiments, a mentor has the option to sequence thesubpopulation of activities by dragging and dropping text or iconsassociated with activities.

Referring to FIG. 9, the software module for displaying and providingaccess to lessons is further characterized by allowing the learner toview, sort, and access the subpopulation of activities. In someembodiments, the learner has the option to view and sort thesubpopulation of activities by criteria including, by way ofnon-limiting examples, area of skill, interest, or expertise, activitytype, activity length, or activity level. In some embodiments, thesoftware module for displaying and providing access to lessons isfurther characterized by displaying the subpopulation of activities inthe sequence determined by said mentor to the learner. In otherembodiments, the software module for displaying and providing access tolessons is further characterized by displaying the subpopulation ofactivities in a sequence aligned to a predetermined sequence. In stillother embodiments, the software module for displaying and providingaccess to lessons is further characterized by displaying thesubpopulation of activities in a sequence aligned to a publishededucational standard.

In some embodiments, in a guided navigational mode, the learner mustcomplete the subpopulation of activities in the sequence determined bysaid mentor to the learner. In such embodiments, the learner mustcomplete each preceding activity in the sequence to progress to the nextactivity. In some embodiments, the learner has the option to repeatpreviously completed activities. In further embodiments, the learner hasthe option to complete the same activity multiple times. In otherembodiments, the learner is free to complete the subpopulation ofactivities in any sequence.

Independent Learning Mode

In an independent navigational mode the learner freely selectsactivities from among a population of activities. The learner selectsactivities and accesses them by interacting with selectable elementsincluding, by way of non-limiting examples, text, hyperlinks, icons,buttons and other visual elements, keystrokes, interactive elements,auditory elements, voice-sensitive elements, motion-sensitive elements,gestural elements, animated elements, and combinations thereof. In someembodiments, the selectable elements include elements to access adesired area of skill, interest, or expertise. In some embodiments, theselectable elements include elements to access a desired activity type.In some embodiments, the selectable elements include elements to accessa desired activity theme. In some embodiments, the selectable elementsinclude combinations of the elements disclosed herein. In someembodiments, a plethora of selectable elements allows the learner tofreely browse, explore, and select learning activities according totheir interests and preferences.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from hobbies and personalinterests including elements providing access to, by way of non-limitingexamples, animal husbandry, animal breeding, antiquing, artisticendeavors, automobile restoration, automobile repair, bird watching,collecting, cooking, creating dioramas, fish keeping, fishing, flowerarranging, game playing, gardening, horticulture, investing, knitting,origami, outdoor recreation, performing arts, poetry, quilting, reading,sewing, scale modeling, scrapbooking, wine tasting, writing, and yoga.In further embodiments, artistic endeavors include endeavors such asdrawing, glass blowing, painting, sculpting, photography, and pottery.In further embodiments, collecting includes collecting art, coins,dolls, figurines, stamps, spoons, sports cards, and toys. In furtherembodiments, outdoor recreation includes activities such as backpacking,bicycling, canoeing, caving, climbing, hiking, running, snow sports, andwater sports. In further embodiments, performing arts include activitiessuch as acting, dancing, singing, juggling, magic, and playing musicalinstruments. In further embodiments, reading includes reading materialssuch as books, comics, magazines, and newspapers. In furtherembodiments, scale modeling includes subject matter such as automobiles,planes, ships, and trains.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from basic subjectsincluding, by way of non-limiting examples, reading and mathematics. Infurther embodiments, the subjects include one or more basic topicsincluding, by way of non-limiting examples, letters, phonics, wordfamilies, sight words, numbers, and shapes.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from preschool subjectsincluding, by way of non-limiting examples, language arts, mathematics,social studies, science, music, art, and additional languages. Infurther embodiments, the subjects include one or more preschool topicsincluding, by way of non-limiting examples, citizenship, colors,computer skills, drawing, ethics, geography, music, physical education,poetry, reading, sign language, Spanish, spelling, and U.S. history.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from grade school subjectsincluding, by way of non-limiting examples, language arts, mathematics,social studies, science, music and other performing arts, visual arts,additional languages, health, fitness and sports, and informationtechnology. In further embodiments, the subjects include one or moregrade school topics including, by way of non-limiting examples, biology,chemistry, citizenship, composition, computer skills, drawing, earthscience, ethics, geography, grammar, physical education, poetry,pre-algebra, reading, sign language, spelling, U.S. government, U.S.history, and writing.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from middle school subjectsincluding, by way of non-limiting examples, language arts, mathematics,social studies, science, music and other performing arts, visual arts,additional languages, health, fitness and sports, and informationtechnology. In further embodiments, the subjects include one or moremiddle school topics including, by way of non-limiting examples,algebra, American literature, biology, chemistry, composition, computerskills, drawing, earth science, ethics, geography, geometry, grammar,journalism, photography, physical education, poetry, pre-algebra,reading, spelling, U.S. government, U.S. history, world history, andwriting.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from high school subjectsincluding, by way of non-limiting examples, language arts, mathematics,social studies, science, music and other performing arts, visual arts,additional languages, health, fitness and sports, and informationtechnology. In further embodiments, the subjects include one or morehigh school topics including, by way of non-limiting examples, U.S.history, U.S. government, world history, European history, economics,geography, psychology, sociology, anthropology, philosophy, biology,ecology, anatomy, physiology, chemistry, physics, earth science,astronomy, algebra, statistics, geometry, calculus, trigonometry,grammar, spelling, writing, American literature, European literature,English literature, world literature, composition, poetry, drawing,painting, photography, film, theatre, journalism, computer skills,computer science, computer programming, business, physical education,and sign language.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from higher educationsubjects including, by way of non-limiting examples, language arts,mathematics, social studies, science, music and other performing arts,visual arts, additional languages, health, fitness and sports, andinformation technology. In further embodiments, the subjects include oneor more higher education topics including, by way of non-limitingexamples, U.S. history, U.S. government, world history, Europeanhistory, economics, macroeconomics, microeconomics, psychology,sociology, anthropology, philosophy, law, political science, education,urban studies, women's studies, biology, botany, ecology, environmentalstudies, anatomy, physiology, virology, pharmacology, cell biology,molecular biology, microbiology, genetics, medicine, neuroscience,chemistry, organic chemistry, biochemistry, physical chemistry,biophysics, physics, earth science, astronomy, astrophysics, algebra,statistics, geometry, calculus, trigonometry, electrical engineering,civil engineering, mechanical engineering, chemical engineering,writing, American literature, European literature, English literature,world literature, composition, poetry, music theory, religion, drawing,painting, photography, film, theatre, journalism, computer science,computer programming, business, business administration, accounting,nursing, law enforcement, physical education, and sign language.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from professional topicsincluding, by way of non-limiting examples, continuing legal education,continuing medical education, and continuing education for teachers,accountants, tax preparers, physical therapists, occupationaltherapists, psychologists, nurses, and nurse practitioners.

In some embodiments, selectable elements to access a desired area ofskill, interest, or expertise are selected from professional skillsincluding elements providing access to, by way of non-limiting examples,organization, leadership, time management, negotiation, harassmentawareness, conflict management, interviewing, and networking.

In some embodiments, selectable elements to access a desired activitytype are selected from informal activities including elements providingaccess to, by way of non-limiting examples, demonstrations,how-to-articles, how-to-videos, and simulations.

In some embodiments, selectable elements to access a desired activitytype are selected from preschool activities including elements providingaccess to, by way of non-limiting examples, books, games, puzzles, art,and music.

In some embodiments, selectable elements to access a desired activitytype are selected from K-12 activities including elements providingaccess to, by way of non-limiting examples, books, games, puzzles, art,music, reading assignments, articles, videos, demonstrations,simulations, quizzes, examinations, worksheets, problem sets,brainstorms, and journals.

In some embodiments, selectable elements to access a desired activitytype are selected from higher education activities including elementsproviding access to, by way of non-limiting examples, books, readingassignments, lectures, articles, videos, demonstrations, simulations,mock examinations, quizzes, examinations, essays, laboratoryexperiments, problem sets, brainstorms, and journals.

In some embodiments, selectable elements to access a desired activitytype are selected from professional activities including elementsproviding access to, by way of non-limiting examples, books, articles,brainstorms, collaborations, group activities, multi-player games,videos, lectures, role-plays, simulations, demonstrations, quizzes, andexams.

In some embodiments, selectable elements to access a desired activitytheme are selected from preschool themes including elementsrepresenting, by way of non-limiting examples, a farm, a zoo, toddlertime, and basics. In further of these embodiments, selectable elementsto access a desired theme also include, by way of non-limiting examples,iconic representations of an easel, a solar system, calendar, piano,map, clock, number line, bookshelf, computer, and aquarium.

In some embodiments, selectable elements to access a desired activitytheme are selected from K-12 themes including elements representing, byway of non-limiting examples, a library, time machine, space station,amusement park, carnival, sporting event, shopping mall, market,laboratory, garage, kitchen, and medical facility.

In some embodiments, selectable elements to access a desired activitytheme are selected from higher education themes including elementsrepresenting, by way of non-limiting examples, a library, laboratory,observatory, submarine, operating room, world map, courtroom, crimescene, boardroom, bank, art studio, and theatre.

In some embodiments, selectable elements to access a desired activitytheme are selected from professional themes including elementsrepresenting, by way of non-limiting examples, a library, conferenceroom, trade conference, trade show, adult education classroom,boardroom, and interview room.

In some embodiments, a learner's completion of an activity selected bythe learner in an independent navigational mode is the equivalent ofcompleting the same activity in a predetermined sequence of activitiesin a sequenced or guided navigational mode. In some further embodiments,completion of an activity selected by the learner in an independentnavigational mode will allow the learner to later proceed past that sameactivity if encountered in a predetermined sequence of activities in asequenced or guided navigational mode. In some further embodiments,completion of an activity selected by the learner in an independentnavigational mode will cause the activity to be marked as completed inprogress displays and printable reports associated with any navigationalmode.

Switching Navigational Modes

In some embodiments of the educational system disclosed herein, thenavigational mode or modes available to the learner are determined by amentor to the learner or by an instructional designer. In someembodiments, the navigational mode or modes available to the learner aredetermined by the learner's age. In other embodiments, the learner hasthe option to switch between available navigational modes. In furtherembodiments, the learner has the option to freely use any navigationalmode offered by the web-based educational system disclosed herein. Inother embodiments, the learner has the option to select one or morenavigational modes in a settings area of the educational environment.

In one embodiment, the educational system offers a sequencednavigational mode, a guided navigational mode, and an independentnavigational mode; however, the learner or a mentor to the learner hasrestricted availability of the sequenced navigational mode. In such anembodiment, the learner has the option to switch between the guidednavigational mode and the independent navigational mode.

In one embodiment, the educational system offers a sequencednavigational mode, a guided navigational mode, and an independentnavigational mode; however, the learner or a mentor to the learner hasrestricted availability of the guided navigational mode. In such anembodiment, the learner has the option to switch between the sequencednavigational mode and the independent navigational mode.

In one embodiment, the educational system offers a sequencednavigational mode, a guided navigational mode, and an independentnavigational mode; however, the learner or a mentor to the learner hasrestricted availability of the independent navigational mode. In such anembodiment, the learner has the option to switch between the sequencednavigational mode and the guided navigational mode.

Other Non-Limiting Embodiments

In some embodiments, the educational system disclosed herein furthercomprises a software module for monitoring the progress of the learner.In view of the disclosure provided herein, the software module iscreated by techniques known to those of skill in the art using machines,software, and languages known to the art. In some embodiments, thesoftware module allows both the learner and a mentor to the learner toindependently monitor the progress of the learner in each area of skill,interest, or expertise and each level within each area of skill,interest, or expertise. In further embodiments, the software modulefurther includes progress displays, also referred to as progressreports, progress records, or progress logs. In still furtherembodiments, the software module includes printable reports of thelearner's progress.

In some embodiments, the progress displays indicate percentagecompletion of one or more areas of skill, interest, or expertise. Insome embodiments, the progress displays indicate percentage completionof one or more levels within each area of skill, interest, or expertise.In some embodiments, the progress displays indicate completion of eachactivity associated with each sequence of activities. In furtherembodiments, the progress displays indicate completion of each activityassociated with one or more areas of skill, interest, or expertise. Infurther embodiments, the progress displays indicate completion of eachactivity associated with one or more levels within each area of skill,interest, or expertise. In still further embodiments, the progressdisplays indicate the number of times each activity has been completed.In some embodiments, the number of times each activity has beencompleted is represented, by way of non-limiting examples, as a number,a percentage, a color, a shape, or by an icon such as a star, checkmark,dot, or smiley face.

In some embodiments, the progress displays indicate performance via, byway of non-limiting examples, raw scores or percentages. Someembodiments might also indicate performance by metrics such as grades.In some embodiments, the progress displays indicate performance in oneor more areas of skill, interest, or expertise. In some embodiments, theprogress displays indicate performance in one or more levels within eacharea of skill, interest, or expertise. In some embodiments, the progressdisplays indicate performance in each activity associated with eachsequence of activities. In further embodiments, the progress displaysindicate performance in each activity associated with one or more areasof skill, interest, or expertise. In further embodiments, the progressdisplays indicate performance in each activity associated with one ormore levels within each area of skill, interest, or expertise.

In some embodiments, the progress displays indicate time spent on one ormore areas of skill, interest, or expertise. In some embodiments, theprogress displays indicate time spent on one or more levels within eacharea of skill, interest, or expertise. In some embodiments, the progressdisplays indicate time spent on each activity associated with eachsequence of activities. In further embodiments, the progress displaysindicate time spent on each activity associated with one or more areasof skill, interest, or expertise. In further embodiments, the progressdisplays indicate time spent on each activity associated with one ormore levels within each area of skill, interest, or expertise.

Referring to FIG. 10, in some embodiments, the software module formonitoring the progress of the learner further includes a display of thelearner's progress for the benefit of a mentor. In some embodiments, theprogress displays indicate percentage completion of one or more areas ofskill, interest, or expertise. In some embodiments, the progressdisplays indicate percentage completion of one or more levels withineach area of skill, interest, or expertise. In some embodiments, theprogress displays indicate completion of each activity associated witheach sequence of activities. In further embodiments, the progressdisplays indicate completion of each activity associated with one ormore areas of skill, interest, or expertise. In further embodiments, theprogress displays indicate completion of each activity associated withone or more levels within each area of skill, interest, or expertise. Insome embodiments, the software module for monitoring the progress of thelearner in each of the areas of skill, interest, or expertise includesprintable reports adapted for use by a mentor to the learner. In furtherembodiments, the progress displays and printable reports adapted for useby a mentor are secure and cannot be accessed by the learner or others.

Referring to FIG. 11, in some embodiments, the software module formonitoring the progress of the learner further includes a display of thelearner's progress for the benefit of the learner. In some embodiments,the progress displays indicate percentage completion of one or moreareas of skill, interest, or expertise. In some embodiments, theprogress displays indicate percentage completion of one or more levelswithin each area of skill, interest, or expertise. In some embodiments,the software module for monitoring the progress of the learner in eachof the areas of skill, interest, or expertise includes printable reportsadapted for use by the learner.

In some embodiments, the top-level GUI includes multiple navigationaltabs that provide quick access to commonly used features of theeducational system including, by way of non-limiting examples, progressdisplays, printable progress reports, lessons created by one or morementors, most frequently viewed activities, and e-commerce functions.

Computer Readable Media Encoded with a Computer Program

Also described herein is computer readable media encoded with computerprograms including instructions executable by a digital processingsystem for delivering content to create an educational environment. Theeducational environment comprises at least one area of skill, interest,or expertise, a plurality of activities associated with each area ofskill, interest, or expertise, and at least three navigational modes.The navigational modes include a sequenced navigational mode, a guidednavigational mode, and an independent navigational mode. Optionally, thelearner can switch between available navigational modes.

Method of Facilitating the Educational Development of a Learner

Also described herein are methods of facilitating the educationaldevelopment of a learner by providing executable instructions via theInternet to a digital processing device to create an educationalenvironment. The digital processing device comprises an operating systemconfigured to perform executable instructions, a memory device, adisplay, a sound output device, and an input device. The educationalenvironment comprises at least one area of skill, interest, orexpertise, a plurality of activities associated with each area of skill,interest, or expertise, and at least three navigational modes. Thenavigational modes include a sequenced navigational mode, a guidednavigational mode, and an independent navigational mode. Optionally, thelearner can switch between available navigational modes.

EXAMPLES

The following illustrative examples are representative embodiments ofthe web-based educational system described herein and are not meant tobe limiting in any way.

Example 1 Sequenced Learning

A web-based educational system is developed comprising a desktopcomputer connected to the Internet and a computer program delivered viathe World Wide Web that creates an educational environment in Adobe®Flash®, XHTML, and CSS format. The educational environment's GUI isdesigned to represent a preschool classroom. The educational environmentincludes four subjects: reading, math, world around us (comprisingscience and social studies), and art. Associated with each of the foursubjects are activities in the form of songs, books, puzzles, games, andprintables. The educational environment also includes three navigationalmodes. First, a sequenced navigational mode wherein the learner ispresented with a predetermined sequence of activities and the learnermust complete each preceding activity in the sequence to progress to thenext. Second, a guided navigational mode wherein the learner ispresented with activities selected by a mentor from among a populationof activities to create a subpopulation of activities. Third, anindependent navigational mode wherein the learner has the option toselect any activity. The learner has the option of switching between thethree navigational modes.

The web-based educational system is used for a preschool aged learnermentored by a private school teacher. The learner is instructed to use asequenced navigational mode which presents a predetermined sequence ofthirty activities associated with each of the four age appropriatesubjects. The learner uses the system for twenty minutes per day for twoweeks. The child is informed of her progress through the sequence ofactivities by a bar graph indicator of her percentage completion of thesequence. The child's teacher concurrently monitors her progress in thesequence of activities via a progress display generated by the system.

Example 2 Guided Learning

A web-based educational system is developed comprising a laptop computerconnected to the Internet and a computer program delivered via the WorldWide Web that creates an educational environment in Apple® QuickTime®,XHTML, CSS, and AJAX format. The educational environment includesseveral topics including Spanish, U.S. history, U.S. government,geography, biology, chemistry, algebra, American literature,composition, and computer skills. Associated with each of the subjectsare activities in the form of books, articles, games, puzzles, music,videos, quizzes, and examinations. The educational environment alsoincludes three navigational modes. First, a sequenced navigational modewherein the learner is presented with a predetermined sequence ofactivities and the learner must complete each preceding activity in thesequence to progress to the next. Second, a guided navigational modewherein the learner is presented with activities selected by a mentorfrom among a population of activities to create a subpopulation ofactivities. Third, an independent navigational mode wherein the learnerhas the option to select any activity. The learner has the option ofswitching between the three navigational modes.

The web-based educational system is used for a middle school agedlearner mentored by a parent. The learner expressed passing interest inthe American Revolution. In response, the learner's father uses thesystem to browse activities in the U.S. history, U.S. government,geography, and American literature topics. He selects seven relevantactivities by clicking and dragging icons associated with the activitiesto a “lesson builder” area to create a subpopulation of activities. Hethen orders the activities, by further clicking and dragging them, tobest tell the story of the American Revolution. The learner's fatherasks his son to use the system's “my lessons” feature to view and accessthe lesson.

Example 3 Independent Learning

A web-based educational system is developed comprising a tablet computerconnected to the Internet and a computer program delivered via the WorldWide Web that creates an educational environment in Adobe® Flash®, HTML,CSS, and Javascript format. The educational environment's GUI isdesigned to represent a professional trade show. The educationalenvironment includes topics addressing professional skills;specifically, negotiation, sales, and contracts. Associated with each ofthe curricula are activities in the form of lectures, demonstrationvideos, simulations, role plays, and quizzes. The educationalenvironment also includes three navigational modes. First, a sequencednavigational mode wherein the learner is presented with a predeterminedsequence of activities and the learner must complete each precedingactivity in the sequence to progress to the next. Second, a guidednavigational mode wherein the learner is presented with activitiesselected by a mentor from among a population of activities to create asubpopulation of activities. Third, an independent navigational modewherein the learner has the option to select any activity.

The web-based educational system is used for a professional adult who isin her first year as a sales person for a medical supplies manufacturer.She is mentored in her profession by a sales manager. Her mentorrestricts the navigational modes offered by the system such that only anindependent navigational mode is available. The trainee uses the tabletcomputer to access the system for forty-five minutes, three times aweek, in order to hone her skills for an upcoming trade show. She freelyselects from among all the available activities using hyperlinks toselect activities by topic and by activity type.

What is claimed is:
 1. A web-based educational system comprising: (a) a digital processing device that is connected to the Internet comprising an operating system configured to perform executable instructions and which comprises a memory device, a display, an input device, and a sound output device; (b) a computer program including instructions executable by a digital processing system that create an educational environment, wherein said educational environment comprises: at least one area of skill, interest, or expertise; a plurality of activities associated with each area of skill, interest, or expertise; and, at least three navigational modes comprising: i. a sequenced navigational mode wherein said web-based educational system presents to the learner a predetermined sequence of more than one activity in one or more areas of skill, interest, or expertise wherein the learner must complete each preceding activity in the sequence to progress to the next; ii. a guided navigational mode wherein said web-based educational system presents to the learner one or more activities in one or more areas of skill, interest, or expertise selected by a mentor from among a population of activities to create a subpopulation of activities; iii. an independent navigational mode wherein the learner selects activities from among a population of activities; and iv. optionally, the learner can switch between said navigational modes.
 2. The web-based educational system of claim 1, wherein the learner or a mentor to the learner has the option to restrict availability of one or more navigational modes offered by the web-based educational system.
 3. The web-based educational system of claim 1, wherein said sequenced navigational mode includes a software module for optionally removing one or more areas of skill, interest, or expertise from the predetermined sequence of more than one activity.
 4. The web-based educational system of claim 1, wherein in said guided navigational mode the learner selects activities from among said subpopulation of activities.
 5. The web-based educational system of claim 1, wherein completion of an activity selected by the learner in said independent navigational mode is the equivalent of completing the same activity in said sequenced or guided navigational mode.
 6. The web-based educational system of claim 5, wherein completion of an activity in said independent navigational mode is equivalent in said sequenced or guided navigational mode with regard to progressing to subsequent activities in a predetermined sequence.
 7. The web-based educational system of claim 5, wherein completion of an activity in said independent navigational mode is equivalent in said sequenced or guided navigational mode with regard to tracking and reporting progress or performance of the learner.
 8. The web-based educational system of claim 1, wherein said educational environment is substantially in Adobe® Flash® format.
 9. The web-based educational system of claim 1, further comprising a top-level graphic user interface characterized by representing a classroom environment.
 10. The web-based educational system of claim 1, further comprising a top-level graphic user interface characterized by including a representation of an instructor, wherein the learner or a mentor to the learner has the option to customize the appearance of the instructor.
 11. The web-based educational system of claim 1, further comprising a top-level graphic user interface characterized by representing environments suitable for learning such as a zoo, farm, park, beach, mountain, desert, ocean, lake, jungle, tunnels, caves, undersea environments, extraterrestrial environments, arctic and Antarctic environments, garden, campus, laboratory, art studio, music conservatory, computer laboratory, observatory, planetarium, library, movie theatre, play, puppet show, sporting event, amusement park, carnival, theme park, shopping mall, market, store, kitchen, garage, machine shop, wood working shop, metal working shop, medical facility, courtroom, boardroom, conference room, trade show, trade conference, interview room, and bank.
 12. The web-based educational system of claim 1, wherein each area of skill, interest, or expertise comprises a plurality of levels.
 13. The web-based educational system of claim 1, wherein one or more activities is available in a language other than English.
 14. The web-based educational system of claim 1, wherein one or more activities is available in one or more languages selected from English, Spanish, Italian, Portuguese, French, Dutch, Polish, German, Russian, Ukrainian, Mandarin, Wu, Cantonese, Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish, Tamil, Farsi, Japanese, Korean, Vietnamese, That, Burmese, Malay, Telugu, and Javanese.
 15. The web-based educational system of claim 1, further comprising a glossary of words used in one or more activities.
 16. The web-based educational system of claim 1, wherein said sequenced navigational mode is further characterized by comprising a software module for displaying said predetermined sequence of more than one activity in one or more areas of skill, interest, or expertise, wherein said software module is characterized by representing said sequence of more than one activity as a linear succession and representing lessons, comprising groups of activities, as points in the linear succession, wherein said software module is adapted for use by the learner.
 17. The web-based educational system of claim 16, wherein said linear succession is further represented as a map, path, or road and said lessons, comprising groups of activities, are further represented as waypoints or stops on the map, path, or road.
 18. The web-based educational system of claim 16, wherein said sequenced navigational mode is further characterized by comprising a software module for displaying said lessons, comprising groups of activities, and providing access to the activities, wherein said software module is characterized by representing said lessons as a group of selectable activity icons, wherein said software module is adapted for use by the learner.
 19. The web-based educational system of claim 18, wherein said group of selectable activity icons is further represented on a whiteboard, chalkboard, or bulletin board.
 20. The web-based educational system of claim 16, wherein said predetermined sequence of more than one activity in one or more areas of skill, interest, or expertise is selected by an instructional designer.
 21. The web-based educational system of claim 16, wherein each step in said predetermined sequence of more than one activity comprises either an activity or a set of alternate activities.
 22. The web-based educational system of claim 21, wherein said web-based educational system presents an activity from said set of alternate activities based on one or more of: the skill level of the learner, the performance of the learner in previously completed activities, input of a mentor to the learner, or the preference of the learner.
 23. The web-based educational system of claim 16, further comprising a software module for monitoring the progress of the learner, wherein said software module includes a visual indicator adapted for use by the learner, wherein said visual indicator displays the percentage of activities completed within a sequence of activities.
 24. The web-based educational system of claim 1, further comprising a software module for monitoring the progress of the learner, wherein said software module includes progress displays adapted for use by the learner or a mentor to the learner.
 25. The web-based educational system of claim 24, wherein said progress displays indicate percentage completion of one or more areas of skill, interest, or expertise, percentage completion of one or more levels within each area of skill, interest, or expertise, and completion of each activity associated with each area of skill, interest, or expertise.
 26. The web-based educational system of claim 24, wherein the software module for monitoring the progress of the learner in each of the areas of skill, interest, or expertise includes printable reports adapted for use by the learner or a mentor to the learner.
 27. The web-based educational system of claim 1, wherein at least one area of skill, interest, or expertise is selected from reading, math, art, music, colors, science, and social studies.
 28. The web-based educational system of claim 1, wherein at least one area of skill, interest, or expertise is selected from animal husbandry, animal breeding, antiquing, artistic endeavors such as drawing, glass blowing, painting, sculpting, photography, and pottery, automobile restoration, automobile repair, bird watching, collecting items such as art, coins, dolls, figurines, stamps, spoons, sports cards, and toys, cooking, creating dioramas, fish keeping, fishing, flower arranging, game playing, gardening, horticulture, investing, knitting, origami, outdoor recreation endeavors such as backpacking, bicycling, canoeing, caving, climbing, hiking, running, snow sports, and water sports, performing arts such as acting, dancing, singing, juggling, magic, and playing musical instruments, poetry, quilting, reading books, comics, magazines, and newspapers, sewing, scale modeling of automobiles, planes, ships, and trains, scrapbooking, wine tasting, writing, and yoga.
 29. The web-based educational system of claim 1, wherein at least one area of skill, interest, or expertise is selected from Spanish, French, German, Mandarin, Italian, Latin, U.S. history, U.S. government, world history, European history, economics, macroeconomics, microeconomics, geography, psychology, sociology, anthropology, philosophy, law, political science, education, urban studies, women's studies, health, biology, ecology, environmental studies, anatomy, physiology, virology, pharmacology, cell biology, molecular biology, microbiology, genetics, medicine, neuroscience, chemistry, organic chemistry, biochemistry, physical chemistry, biophysics, physics, earth science, astronomy, astrophysics, algebra, statistics, geometry, calculus, trigonometry, electrical engineering, civil engineering, mechanical engineering, chemical engineering, English, American literature, European literature, English literature, world literature, religion, grammar, spelling, writing, composition, poetry, music, music theory, drawing, painting, photography, film, theatre, journalism, computer skills, computer science, computer programming, business, business administration, accounting, nursing, physical education, and sign language.
 30. The web-based educational system of claim 1, wherein at least one area of skill, interest, or expertise is selected from continuing legal education, continuing medical education, and continuing education for teachers, accountants, tax preparers, physical therapists, occupational therapists, psychologists, nurses, and nurse practitioners.
 31. The web-based educational system of claim 1, wherein at least one area of skill, interest, or expertise is selected from organization, leadership, time management, negotiation, harassment awareness, conflict management, interviewing, and networking.
 32. The web-based educational system of claim 1, wherein at least one activity associated with each area of skill, interest, or expertise is selected from books, games, puzzles, art, and music.
 33. The web-based educational system of claim 32, wherein at least one activity associated with each area of skill, interest, or expertise is further selected from lectures, reading assignments, articles, videos, demonstrations, simulations, mock examinations, quizzes, examinations, essays, worksheets, laboratory experiments, problem sets, brainstorms, collaborations, group activities, multi-player games, role-plays, and journals.
 34. The web-based educational system of claim 1, wherein said guided navigational mode is further characterized by comprising a software module for building lessons by selecting one or more activity icons, wherein said software module is adapted for use by a mentor to the learner.
 35. The web-based educational system of claim 34, wherein said software module for building lessons is further characterized by allowing said mentor to sequence the subpopulation of activities.
 36. The web-based educational system of claim 35, wherein said activities are selected and sequenced by actions selected from dragging, clicking, tapping, double-clicking, double-tapping, right-clicking, pinching, ranking, typing, speaking, and by drawing a line, circle, or other shape.
 37. The web-based educational system of claim 1, wherein said guided navigational mode is further characterized by comprising a software module for displaying the subpopulation of activities selected by said mentor, wherein said software module is adapted for use by the learner.
 38. The web-based educational system of claim 37, wherein said software module for displaying the subpopulation of activities selected by said mentor is further characterized by displaying the subpopulation of activities in a sequence determined by said mentor to the learner.
 39. The web-based educational system of claim 38, wherein the learner must complete each preceding activity in the displayed sequence determined by said mentor to progress to the next.
 40. The web-based educational system of claim 37, wherein said software module for displaying the subpopulation of activities selected by said mentor is further characterized by displaying the subpopulation of activities in a sequence aligned to a predetermined sequence.
 41. The web-based educational system of claim 40, wherein the learner must complete each preceding activity in the displayed sequence aligned to a predetermined sequence to progress to the next.
 42. The web-based educational system of claim 1, wherein said independent navigational mode is further characterized by the learner freely using a plurality of selectable elements to access the population of activities, wherein said plurality of selectable elements comprises selectable elements to access a desired area of skill, interest, or expertise, selectable elements to access a desired activity type, and selectable elements to access a desired theme.
 43. The web-based educational system of claim 42, wherein at least one selectable element to access a desired area of skill, interest, or expertise is selected from reading, math, world around us, and art and colors.
 44. The web-based educational system of claim 42, wherein at least one selectable element to access a desired area of skill, interest, or expertise is selected from animal husbandry, animal breeding, antiquing, artistic endeavors such as drawing, glass blowing, painting, sculpting, photography, and pottery, automobile restoration, automobile repair, bird watching, collecting items such as art, coins, dolls, figurines, stamps, spoons, sports cards, and toys, cooking, creating dioramas, fish keeping, fishing, flower arranging, game playing, gardening, horticulture, investing, knitting, origami, outdoor recreation endeavors such as backpacking, bicycling, canoeing, caving, climbing, hiking, running, snow sports, and water sports, performing arts such as acting, dancing, singing, juggling, magic, and playing musical instruments, poetry, quilting, reading books, comics, magazines, and newspapers, sewing, scale modeling of automobiles, planes, ships, and trains, scrapbooking, wine tasting, writing, and yoga.
 45. The web-based educational system of claim 42, wherein at least one selectable element to access a desired area of skill, interest, or expertise is selected from Spanish, French, German, Mandarin, Italian, Latin, U.S. history, U.S. government, world history, European history, economics, macroeconomics, microeconomics, geography, psychology, social studies, sociology, anthropology, philosophy, law, political science, education, urban studies, women's studies, health, science, biology, ecology, environmental studies, anatomy, physiology, virology, pharmacology, cell biology, molecular biology, microbiology, genetics, medicine, neuroscience, chemistry, organic chemistry, biochemistry, physical chemistry, biophysics, physics, earth science, astronomy, astrophysics, mathematics, algebra, statistics, geometry, calculus, trigonometry, electrical engineering, civil engineering, mechanical engineering, chemical engineering, English, reading, American literature, European literature, English literature, world literature, religion, grammar, spelling, writing, composition, poetry, art, colors, music, music theory, drawing, painting, photography, film, theatre, journalism, computer skills, computer science, computer programming, business, business administration, accounting, nursing, physical education, and sign language.
 46. The web-based educational system of claim 42, wherein at least one selectable element to access a desired area of skill, interest, or expertise is selected from continuing education for lawyers, teachers, accountants, tax preparers, doctors, physical therapists, occupational therapists, psychologists, nurses, and nurse practitioners.
 47. The web-based educational system of claim 42, wherein at least one selectable element to access a desired area of skill, interest, or expertise is selected from organization, leadership, time management, negotiation, harassment awareness, conflict management, interviewing, and networking.
 48. The web-based educational system of claim 42, wherein at least one selectable element to access a desired activity type is selected from music and songs, library, puzzles, and games.
 49. The web-based educational system of claim 48, wherein at least one selectable element to access a desired activity type is further selected from lectures, reading assignments, articles, videos, demonstrations, simulations, mock examinations, quizzes, examinations, essays, worksheets, laboratory experiments, problem sets, brainstorms, collaborations, group activities, multi-player games, role-plays, and journals.
 50. The web-based educational system of claim 42, wherein at least one selectable element to access a desired theme is selected from farm, zoo, toddlertime, and basics.
 51. The web-based educational system of claim 50, wherein at least one selectable element to access a desired theme is further selected from iconic representations of a classroom, easel, solar system, calendar, piano, map, clock, number line, bookshelf, computer, aquarium, library, time machine, space station, amusement park, carnival, sporting event, shopping mall, market, laboratory, garage, kitchen, medical facility, observatory, submarine, operating room, world map, courtroom, crime scene, bank, art studio, theatre, conference room, trade conference, trade show, and interview room.
 52. The web-based educational system of claim 1, further comprising a software module adapted for conducting e-commerce transactions.
 53. The web-based educational system of claim 52, wherein said e-commerce transactions provide subscription-based access to said web-based educational environment.
 54. Computer readable media encoded with a computer program including instructions executable by a digital processing system for delivering content to create an educational environment, wherein said educational environment comprises: at least one area of skill, interest, or expertise; a plurality of activities associated with each area of skill, interest, or expertise; and, at least three navigational modes comprising: i. a sequenced navigational mode wherein said web-based educational system presents to the learner a predetermined sequence of more than one activity in one or more areas of skill, interest, or expertise wherein the learner must complete each preceding activity in the sequence to progress to the next; ii. a guided navigational mode wherein said web-based educational system presents to the learner one or more activities in one or more areas of skill, interest, or expertise selected by a mentor from among a population of activities to create a subpopulation of activities; optionally, the learner selects activities from among said subpopulation of activities; iii. an independent navigational mode wherein the learner selects activities from among a population of activities; and iv. optionally, the learner can switch between said navigational modes.
 55. A method of facilitating the educational development of a learner comprising the step of: (a) providing executable instructions via the Internet to a digital processing device comprising an operating system configured to perform executable instructions, a memory device, a display, an input device, and a sound output device, to create a web-based educational environment, wherein said educational environment comprises: at least one area of skill, interest, or expertise; a plurality of activities associated with each area of skill, interest, or expertise; and, at least three navigational modes comprising: i. a sequenced navigational mode wherein said web-based educational system presents to the learner a predetermined sequence of more than one activity in one or more areas of skill, interest, or expertise wherein the learner must complete each preceding activity in the sequence to progress to the next; ii. a guided navigational mode wherein said web-based educational system presents to the learner one or more activities in one or more areas of skill, interest, or expertise selected by a mentor from among a population of activities to create a subpopulation of activities; optionally, the learner selects activities from among said subpopulation of activities; iii. an independent navigational mode wherein the learner selects activities from among a population of activities; and iv. optionally, the learner can switch between said navigational modes. 